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Journal Emerging Technologies in Education
Published by Yayasan Adra Karima Hubbi
ISSN : 30250668     EISSN : 30250676     DOI : 10.70177/jete
Core Subject :
Journal Emerging Technologies in Education (JETE) is an international peer-reviewed journal dedicated to interchange for the results of high quality research in all aspect of science, technologies and Education. The journal publishes state-of-art papers in fundamental theory, experiments and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion and concise conclusion. As our commitment to the advancement of science and technology, the JETE follows the open access policy that allows the published articles freely available online without any subscription.
Arjuna Subject : -
Articles 130 Documents
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Snow, Silence, and Story: Narrative Metacognition in Sami Student Learning in Arctic Norway Maria Nilsen; Thomas Haug; Emma Lersen
Journal Emerging Technologies in Education Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i3.2238

Abstract

Background. In Arctic Norway, the education of Indigenous Sami students involves navigating linguistic, cultural, and ecological dimensions that differ markedly from mainstream schooling norms. Traditional pedagogies often overlook how local knowledge systems and environmental contexts shape learning processes. Purpose.  This study investigates how narrative metacognition-learners’ awareness and regulation of their thought processes through storytelling-emerges among Sami students in Arctic educational settings. The research aims to explore how narrative practices, silence, and spatial awareness function as cognitive tools within Sami learners’ reflective processes. Method. A qualitative research design was employed, using narrative inquiry and ethnographic observation in two Sami-majority schools. Data were collected through student storytelling sessions, classroom reflections, and teacher interviews. Results. The findings reveal that Sami students frequently engage in self-reflective meaning-making through oral narratives and strategic use of silence, often linked to landscape, seasonal rhythms, and intergenerational knowledge. These metacognitive expressions reflect a culturally embedded logic of learning that resists conventional Eurocentric measures of participation and articulation. Conclusion. The study concludes that recognizing and supporting narrative metacognition can enhance culturally responsive pedagogy in Indigenous education contexts. These insights contribute to both Indigenous education research and broader efforts to decolonize learning environments.  
Crisis-Responsive Hybrid Pedagogy: Lessons from Pandemic-Era Innovations in Inclusive Education Rami Hariri; Yara Abed; Ziad Khalil
Journal Emerging Technologies in Education Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i6.2239

Abstract

Background. The COVID-19 pandemic significantly disrupted global education systems, prompting rapid shifts toward hybrid learning models and revealing critical gaps in inclusivity, accessibility, and pedagogical resilience. In response, educators and institutions innovated teaching practices to address diverse learner needs in times of crisis. Purpose. This study investigates how hybrid pedagogical strategies developed during the pandemic contributed to inclusive education and what lessons can be applied for future crisis-resilient instructional design. Method. The research employs a qualitative multiple-case study design involving educators from five inclusive schools across three countries, using semi-structured interviews, document analysis, and virtual classroom observations. Results. Findings indicate that flexible content delivery, adaptive assessment methods, and socio-emotional learning integration were key elements of successful hybrid pedagogies. Teachers reported increased use of assistive technologies, differentiated instruction, and community-based support systems to engage marginalized students. Conclusion. The study concludes that crisis-responsive pedagogy is not merely reactive but can be systematized as a framework for sustainable, inclusive practice. The results highlight the need to embed adaptive capacity, digital equity, and emotional scaffolding into future hybrid education models.
Teacher Professional Development Through Neuroeducation: A Hybrid Learning Approach to Brain-Based Teaching Competence Baso Intang Sappaile; Palesa Molefe; KabelaD Dube; Dineo Modise
Journal Emerging Technologies in Education Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i6.2246

Abstract

Background. Recent advances in neuroscience have opened new pathways for enhancing educational practices, particularly through the integration of brain-based principles into teaching. However, many educators remain underprepared to translate neuroeducational knowledge into classroom strategies, highlighting a gap in professional development frameworks. Purpose.  This study aims to design, implement, and evaluate a hybrid learning model for teacher professional development that enhances brain-based teaching competence through neuroeducation. Using a mixed-method approach, the research engaged 72 in-service teachers across three institutions in a 10-week hybrid training program combining asynchronous modules, interactive webinars, and reflective practice. Method. Quantitative data from pre- and post-tests revealed a statistically significant increase in participants’ knowledge and application of neuroeducational principles (p < 0.001). Qualitative data from journals and interviews indicated improved instructional planning, learner engagement, and classroom adaptability. Results. The findings suggest that a hybrid model rooted in neuroeducation can effectively foster pedagogical transformation by bridging neuroscience and educational practice. Conclusions. This study offers a scalable and evidence-informed framework for equipping educators with brain-based competencies necessary for 21st-century learning environments.
Integrating Cultural Heritage through Oral Narratives: A Case Study in Uzbek Language Education Rustambek Sharipov; Dildora Khodjaeva; Otabek Karimov
Journal Emerging Technologies in Education Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i6.2247

Abstract

Background. The preservation and transmission of cultural heritage are critical components of language education, particularly in contexts where linguistic identity and oral tradition are closely intertwined. In Uzbekistan, oral narratives such as folktales, proverbs, and personal stories have historically served as vehicles for intergenerational knowledge and cultural continuity. Purpose. This study explores how integrating oral narratives into Uzbek language instruction can enhance cultural awareness, linguistic competence, and learner engagement. Method. Using a qualitative case study approach, the research was conducted in a secondary school in Tashkent with 26 ninth-grade students over a 10-week intervention. Data were collected through classroom observations, student reflections, teacher interviews, and narrative-based assignments. Results. The findings indicate that the use of oral narratives in language education fostered deeper connections between students and their cultural heritage, improved their expressive skills, and promoted collaborative learning. Students demonstrated increased motivation and identity affirmation when engaging with culturally embedded content. Conclusion. The study concludes that oral narratives are not only pedagogical tools but also cultural bridges that sustain linguistic and historical consciousness in the classroom. These results have implications for curriculum development and culturally responsive teaching in heritage language contexts.
Integrating Social-Emotional Learning into Hybrid Platforms: A Model for Student Digital Wellbeing and Engagement Ayna Nuriyeva; Orazguly Mammedov; Serdar Zeynalov
Journal Emerging Technologies in Education Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i6.2248

Abstract

Background. The increasing demand for higher education to produce not only academically competent graduates but also socially responsible citizens has elevated the importance of integrating service learning into university curricula. Service learning combines academic instruction with community service, offering students opportunities to apply theoretical knowledge in real-world contexts while fostering civic engagement and personal development. Purpose. This study aims to explore how service learning experiences influence students’ civic responsibility, critical thinking, and practical skill acquisition. Method. Employing a mixed-method approach, data were collected from 142 university students through surveys, reflective journals, and focus group discussions over the course of a semester-long service learning project. Results. The findings demonstrate that students involved in structured service learning activities reported enhanced problem-solving skills, stronger communication abilities, and a deeper understanding of social issues. They also developed a heightened sense of empathy, civic duty, and teamwork. Conclusions. The research concludes that service learning serves as a transformative educational approach that bridges academic knowledge and societal relevance, promoting holistic student development. The implications suggest that institutions should institutionalize service learning as a core pedagogical strategy to meet the evolving needs of 21st-century education.
Artificial Intelligence in Personalized Learning: Enhancing Student Engagement through Adaptive Learning Systems Arief Hidayat; Maryana Maryana; Rustiyana Rustiyana; Triyugo Winarko
Journal Emerging Technologies in Education Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i4.2508

Abstract

Background. Advancements in artificial intelligence (AI) have transformed educational practices by enabling personalized learning experiences that adapt to individual student needs. Traditional instructional methods often fail to accommodate diverse learning paces, preferences, and competencies, leading to disengagement and suboptimal learning outcomes. Purpose. This study investigates the effectiveness of AI-based adaptive learning systems in promoting personalized learning and increasing student engagement across multiple educational contexts.   Method. A mixed-methods research design was employed, combining quantitative analysis of engagement metrics and academic performance with qualitative exploration through student interviews and teacher observations. Results. Results indicated significant improvements in engagement, motivation, and learning outcomes, with adaptive feedback and personalized content contributing to sustained participation and deeper comprehension. Students reported higher satisfaction and perceived control over their learning processes, while educators noted more efficient monitoring and instructional planning. Conclusion. The study concludes that integrating AI into personalized learning systems can substantially enhance engagement and academic performance.
Social Media as an Informal Learning Environment: Opportunities and Risks for Student Development Maryanti Sawitry; Irene Rosalina; Vita Pujawanti Dhana; Harlina Harja; Nurul Huda
Journal Emerging Technologies in Education Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i4.2509

Abstract

Background. Social media platforms have increasingly become informal learning environments where students engage in knowledge sharing, collaboration, and skill development outside formal educational settings. Purpose. This study aims to explore the opportunities and risks associated with social media as an informal learning environment, focusing on its influence on cognitive, social, and emotional development. Method. A mixed-methods research design was employed, combining surveys of 250 students with semi-structured interviews to capture qualitative insights into learning behaviors, engagement patterns, and perceived benefits and drawbacks of social media usage. Results. Findings indicate that students leverage social media for collaborative learning, problem-solving, and information seeking, enhancing critical thinking and communication skills. However, exposure to inaccurate content, online distractions, and social comparison negatively impacted focus, motivation, and emotional well-being.   Conclusion. The study concludes that while social media can serve as a valuable informal learning environment, structured guidance, digital literacy education, and awareness of potential risks are essential for maximizing benefits and mitigating harms.
Gamification and Student Well-being: Exploring the Psychological Impact of Game-Based Learning Adiyati Fathu Roshonah; Nong Chai; Rustiyana Rustiyana; Dito Anurogo
Journal Emerging Technologies in Education Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i4.2573

Abstract

Background. The increasing integration of digital learning environments has accelerated the adoption of gamification as a pedagogical approach to enhance engagement and student well-being. Contemporary education faces growing challenges related to academic stress, low motivation, and diminished emotional resilience among learners. Purpose. This research investigates the psychological effects of game-based learning, focusing on how gamification elements such as rewards, competition, collaboration, and feedback affect students’ emotional states, motivation, and perceived well-being.   Method. The study aims to bridge the gap between cognitive engagement and affective learning outcomes by empirically examining the psychological dynamics fostered by gamified educational experiences. A mixed-method design was employed, combining quantitative data from 320 undergraduate students across four universities and qualitative interviews with 24 participants. Results. Instruments included validated scales measuring intrinsic motivation, emotional engagement, and academic well-being. Data analysis was conducted using structural equation modeling (SEM) to identify causal relationships between gamification components and psychological indicators. Conclusion. The study concludes that gamification serves not only as a motivational tool but also as a psychological support mechanism in learning environments.
Augmented Reality in Multicultural Education: Bridging Language and Cultural Barriers through Immersive Tools Azhariah Rachman; Ravi Dara; Vanna Sok
Journal Emerging Technologies in Education Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i4.2713

Abstract

Background. The increasing globalization of education necessitates innovative approaches to overcome language and cultural barriers in multicultural classrooms. Augmented Reality (AR) technology offers immersive tools that can bridge these gaps, enhancing both language learning and cultural understanding. Purpose. This study explores the role of AR in multicultural education, specifically how it can facilitate communication and cultural exchange among students from diverse backgrounds. The research aims to evaluate the effectiveness of AR tools in promoting language acquisition and cultural awareness in multicultural educational settings.   Method. A mixed-methods approach was used, combining quantitative data from pre- and post-intervention language proficiency tests and qualitative data from student and teacher interviews. The study was conducted in three multicultural schools, involving 200 students and 10 teachers. Results. Results showed that AR significantly improved students' language skills, particularly in speaking and comprehension, and increased their cultural sensitivity. Teachers also reported that AR provided a more engaging and interactive learning experience, fostering a deeper understanding of cultural contexts.   Conclusion. The study concludes that AR technology can be an effective tool in multicultural education, facilitating better communication, enhancing language learning, and fostering respect for cultural diversity. Future research should focus on the long-term impact of AR in diverse educational settings and explore how to further integrate AR tools into existing curricula.
Cybersecurity Challenges in Educational Technology: Protecting Student Data in Digital Learning Platforms Rafiullah Amin; Jamil Khan; Shazia Akhtar; Rustiyana Rustiyana
Journal Emerging Technologies in Education Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i4.2797

Abstract

Background. The widespread adoption of educational technology has transformed teaching and learning, yet it has simultaneously exposed students to heightened cybersecurity risks due to increased data collection, online interactions, and dependence on digital learning platforms. Purpose. This study aims to analyze the key cybersecurity challenges faced by educational institutions and to evaluate the effectiveness of current protection mechanisms in safeguarding student data.   Method. A mixed-method approach was employed, combining a quantitative assessment of security vulnerabilities across 15 widely used learning platforms with qualitative interviews involving IT administrators, teachers, and cybersecurity specialists. Results. The results reveal significant inconsistencies in data encryption standards, inadequate authentication protocols, and limited cybersecurity awareness among platform users. Findings further indicate that institutional policies often lag behind technological advancements, creating systemic exposure to privacy threats. Conclusion. The study concludes that strengthening student data protection requires an integrated framework that combines technological safeguards, user training, and continuous policy updates. These insights underscore the urgency for educational institutions to adopt proactive cybersecurity governance aligned with emerging digital learning demands.

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